Perceived Obstacles to the Delivery of Oral Surgery in Scotland – Opinions of Final Year Students, Outreach Supervisors, Vocational Trainees and Vocational Trainers

Background: There is an increasing perception that the clinical competencies of recent dental graduates, particularly in Oral Surgery, are not equivalent to those of previous cohorts. While undergraduate students typically report confidence in performing simple dental extractions, there remains a consistent lack of confidence in more complex procedures such as surgical extractions. Notably, these limitations in perceived skill are not exclusive to new graduates, with some experienced practitioners also reporting deficiencies in their knowledge and competence in Oral Surgery. Aim: This study aimed to investigate the perceived obstacles to the effective delivery and clinical practice of Oral Surgery among dental undergraduates, vocational trainees, vocational trainers, and outreach supervisors in Scotland. It sought to identify educational and practical barriers that may be impacting graduates’ confidence and preparedness for clinical practice. Materials and Methods: A questionnaire-based cohort study was conducted involving final-year dental students at Dundee Dental School, as well as a broad sample of vocational trainees, trainers, and outreach supervisors. The questionnaires assessed self-reported confidence, perceived barriers to clinical practice, and attitudes toward Oral Surgery as a core component of dental education. Quantitative data were analysed using descriptive statistics, Cronbach’s alpha to assess internal consistency, and Kendall’s Tau-b to examine correlations between clinical experience and confidence. Qualitative responses were evaluated using thematic analysis. Results: Respondents reported high confidence in simple extractions but lower confidence with surgical procedures such as flap design, bone removal, and wound closure. Key perceived obstacles [barriers] include limited clinical exposure, staffing/teaching issues, fear of litigation and at time of the research flaws with the renumeration structure. As well as this there was a desire for further education and training days to improve Oral Surgery skills at both an undergraduate and postgraduate level. Conclusion: This study highlights the need for potential changes in the way that oral surgery teaching at an undergraduate level is currently delivered, along with development of postgraduate training and support. This additional educational focus will help future and current professionals refine their skills and build confidence as safe practitioners.